Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (A)

Author(s):  
Liz Livingston Howard ◽  
Sachin Waikar ◽  
Gail Berger

Change is hard for all but perhaps more difficult for school leaders and other nonprofit organizations. The role that culture plays in a mission-driven organization can often be an impediment to change. This case uses a unique education institution, St. Martin dePorres School of the Cristo Rey Network, to illustrate the importance of culture in implementing change. It demonstrates how leaders can articulate a vision and create a strategy to change an organization and move toward success. The case focuses on the leadership team of Principal Mike Odiotti and Assistant Principal Judy Seiberlich and how they used cultural change as the key driver to school success. That success was defined by improved academic performance, greater accountability for students, teachers and staff and stronger empowerment of constituents. It includes an overview of how the school's leadership team used data to drive decision making. This case is ideal for MBA students, executives in nonprofit management or school leadership and can be used to illustrate change management, nonprofit leadership, culture change, mission-driven strategy or school leadership. It addresses critical issues that organizations face and provides tools and tactics that can be applied to mission-driven enterprises.Understand the role culture plays in creating change in an organization Gain an appreciation and comprehension for the relevance of shaping culture when implementing a vision Recognize norms guide people's behavior in organizations. Learn to identify the norms that promote positive cultures and those that create toxic environments Learn how to diagnose organizational culture using the “Iceberg Model” Build a repertoire of skills needed to successfully change and shape an organization's culture

Author(s):  
Liz Livingston Howard ◽  
Gail Berger ◽  
Sachin Waikar

Change is hard for all but perhaps more difficult for school leaders and other nonprofit organizations. The role that culture plays in a mission-driven organization can often be an impediment to change. This case uses a unique education institution, St. Martin dePorres School of the Cristo Rey Network, to illustrate the importance of culture in implementing change. It demonstrates how leaders can articulate a vision and create a strategy to change an organization and move toward success. The case focuses on the leadership team of Principal Mike Odiotti and Assistant Principal Judy Seiberlich and how they used cultural change as the key driver to school success. That success was defined by improved academic performance, greater accountability for students, teachers and staff and stronger empowerment of constituents. It includes an overview of how the school's leadership team used data to drive decision making. This case is ideal for MBA students, executives in nonprofit management or school leadership and can be used to illustrate change management, nonprofit leadership, culture change, mission-driven strategy or school leadership. It addresses critical issues that organizations face and provides tools and tactics that can be applied to mission-driven enterprises.Understand the role culture plays in creating change in an organization Gain an appreciation and comprehension for the relevance of shaping culture when implementing a vision Recognize norms guide people's behavior in organizations. Learn to identify the norms that promote positive cultures and those that create toxic environments Learn how to diagnose organizational culture using the “Iceberg Model” Build a repertoire of skills needed to successfully change and shape an organization's culture


Author(s):  
Nandakumar Mayakestan ◽  
Gopinathan Sarvanathan

A highly contested issue in educational leadership research is the place of narrative inquiry to study school leadership practice. While the study of narratives has had long epistemological roots in the works of Dewey, Bruner, Clandinin, and Connelly, its potential for revealing the human condition and providing deeper insights into critical issues like power, inequity, social justice, and oppression is often underestimated. Moreover, the method has also drawn much debate for its limitations ranging from its highly reflexive nature to issues of validity and reliability of “storied” experiences. This chapter outlines some arguments for the use of narrative inquiry and suggests a nuanced and expanded understanding of the method as a viable approach to study “wicked” problems in the age of Anthropocene. The chapter also aims to inspire further discussions of how narrative inquiry could be further re-conceptualized to study educational leadership in the anthropogenic era.


Author(s):  
Dan Lim

Many people in higher education wonder where the rapid changes in information technology are going to take them. Many more fear that the ongoing information technology explosion may eventually leave them behind. Due to entrenched mindsets and bureaucracy in higher education, fostering a technology cultural change requires paradigm shifts in all areas of administration, teaching, and research. A fundamental paradigm shift must happen in four areas before a technology cultural change can be set on a forward path. This chapter focuses on four essential components of a paradigm shift in technology and higher education at the University of Minnesota Crookston (UMC). This case describes how a paradigm shift model can help to promote a long-term technology cultural change in a higher education institution. The model consists of technology commitment, technology philosophy, investment priority, and development focus. It has been used at UMC to bring about a reengineering of the entire institution to support a ubiquitous laptop environment throughout the curriculum and campus. The model has helped UMC achieve an overwhelming success in utilizing laptop computing and other technology to enhance learning.


2017 ◽  
Vol 7 (2) ◽  
pp. 211-224 ◽  
Author(s):  
Tony Wall ◽  
Ann Hindley ◽  
Tamara Hunt ◽  
Jeremy Peach ◽  
Martin Preston ◽  
...  

Purpose The purpose of this paper is to highlight the continuing dearth of scholarship about the role of work-based learning in education for sustainable development, and particularly the urgent demands of climate literacy. It is proposed that forms of work-based learning can act as catalysts for wider cultural change, towards embedding climate literacy in higher education institutions. Design/methodology/approach This paper draws data from action research to present a case study of a Climate Change Project conducted through a work-based learning module at a mid-sized university in the UK. Findings Contrary to the predominantly fragmented and disciplinary bounded approaches to sustainability and climate literacy, the case study demonstrates how a form of work-based learning can create a unifying vision for action, and do so across multiple disciplinary, professional service, and identity boundaries. In addition, the project-generated indicators of cultural change including extensive faculty-level climate change resources, creative ideas for an innovative mobile application, and new infrastructural arrangements to further develop practice and research in climate change. Practical implications This paper provides an illustrative example of how a pan-faculty work-based learning module can act as a catalyst for change at a higher education institution. Originality/value This paper is a contemporary call for action to stimulate and expedite climate literacy in higher education, and is the first to propose that certain forms of work-based learning curricula can be a route to combating highly bounded and fragmented approaches, towards a unified and boundary-crossing approach.


2019 ◽  
Vol 29 ◽  
pp. 89-102
Author(s):  
Krishna Prasad Paudel

The aim of this paper is to view the theoretical and practical aspects of knowledge management in the higher education of developing countries of Asia and Africa. It also emphasizes the usage and importance of Knowledge Management (KM) in developing countries. This paper argues that the use of KM is growing day by day in higher education institution after the development of information technology (IT), and information and communication technology (ICT). KM is highlighted in the developing countries along with the enablers of KM such as technology, leadership, culture and environment. Consequently, development of KM is not going ahead as intended in such countries. The aim of this paper is to explore the status and impact of KM in higher education institutions (HEIs) of developing countries. In this era, the usage of KM is increasing day by day in business sectors and educational institutions as well. This paper aims to elaborate the expectations of KM in higher education institutes of developing countries.


Author(s):  
Sharon D. Kruse

Organizational mindfulness refers to an organization’s collective disposition toward learning and supports its ongoing quest for effective and reliable performance. Descended from Buddhist thought, mindfulness draws attention to a leader’s awareness of the moment and subsequent decision-making and is informed by in-the-moment observation and attentiveness. This Eastern perspective suggests that as leaders work to craft informed responses to the demands before them, mindfulness places them in a position to maximize learning in real-time and respond to challenges from a place of equanimity. Complemented by the Eastern perspective, Western perspectives concerning organizational mindfulness have focused on the development of practices designed to increase highly reliable leadership performance. In this conception, mindful leadership is focused on potential threats to organizational performance and leadership effort is oriented toward eliminating or minimizing negative impact. Furthermore, mindful leaders seek robust and complex interpretations of organizational threat, embracing a heightened sensitivity to the link between organizational processes and outcome. Finally, Western notions of mindful leadership suggest that resiliency, a tenacious commitment to learning from failure, and deference to expertise rather than formal authority are hallmarks of mindful practice. In this way, mindful leaders orient their work toward organizational and cultural change evident in a collective attention that orients the work of its members. To do so requires that a leader’s attention be oriented toward deeply developed explanations of activities within the organizational school setting, including opportunities for formative, substantive data use and on-the-ground real time orientation to communal learning. In turn, mindful practice sets the stage for school leaders to engage the school community in becoming active partners in communal knowledge creation with the intent of improving classroom practice, student learning, and well-being.


2008 ◽  
Vol 27 (4) ◽  
pp. 40-50 ◽  
Author(s):  
Merrill C. Anderson ◽  
Dianna L. Anderson ◽  
William D. Mayo

2019 ◽  
Author(s):  
Angela Wright ◽  

This novel research pivoted around a collaborative cyclical learning experience between businesses in a City Centre scape and a local Higher Education Institution. This concept provided for a dual aspect to learning; third level MBA students in parallel with business operatives in a City. The students were tasked with addressing a business problem in cooperation with City Hall and to write a ‘service charter for this city’, while being assessed for progression for their MBA. This Collaborative experiential learning (Kolb, & Kolb, 2017) centred on a group of 22 MBA students while they interacted with 20 businesses in a European City to research, develop and write a service charter. Details of the development of the charter per se are not dealt with in this paper, just the experience of its development by the students and business alike. Finding novel ways to assess third level students is always a challenge for Higher Education Institutions. Imagine the opportunity of being placed at the fulcrum of learning and business development through a dual aspect collaborative learning challenge and experiential learning. An experimental approach was afforded to MBA level 9 students when they were tasked with writing a ‘Service Charter ‘for their City – while in parallel, being assessed through ‘problem solving’ for 5 ECTS credits with the third level partner. The dual aspect of learning and co-creation between businesses and college began when the students sought to solve a problem for City businesses and find a solution to their problem and reflect on it, and the second, when a recommendation came from the research that the businesses needed to undertake further training in order to implement the plan of the final City Service Charter.


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